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Being universitas: community and being present in times of pandemic 成为大学:在疫情期间的社区和存在
IF 0.9 Q1 Arts and Humanities Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188718
Amanda Fulford, David Locke
ABSTRACT This paper considers what is at stake in the idea of universitas – a community of masters and scholars – in the context of the shifting landscape of higher education engendered by the COVID-19 pandemic. Drawing on the philosophy of Gabriel Marcel, we consider what it means to be together in a university community. We draw a distinction between the idea of ‘functioning’ as universitas and ‘being’ universitas, arguing that, that while universities have continued to function effectively through the pandemic, something of what it means to be universitas has been lost. We explore, through Marcel’s concepts of disponibilité and indisponibilité (availability and unavailability), presence and communion, what is at stake in our being with others, and participating in their plenitude. We conclude that being bodily present to each other opens up possibilities for realising something of what it means to be universitas as a community of masters, scholars and students.
摘要在新冠肺炎疫情导致高等教育格局发生变化的背景下,本文探讨了由硕士和学者组成的大学理念的利害关系。借鉴加布里埃尔·马塞尔的哲学,我们思考在大学社区里在一起意味着什么。我们区分了“作为大学发挥作用”和“成为”大学的概念,认为尽管大学在疫情期间继续有效发挥作用,但作为大学的意义已经丧失。我们通过马塞尔关于可支配性和不可支配性(可用性和不可用性)、存在和交流的概念,探索我们与他人相处以及充分参与他人生活的利害关系。我们得出的结论是,身体相互存在为实现大学作为一个由大师、学者和学生组成的社区意味着什么开辟了可能性。
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引用次数: 0
Pedagogical form, study, and formless formation 教育形式、研究和无形式形成
IF 0.9 Q1 Arts and Humanities Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188723
Çağlar Köseoğlu, J. Kloeg
ABSTRACT Moving education to Zoom, Microsoft Teams, and the many alternatives during the COVID19-pandemic raised the question of pedagogical form. In a sense, pandemic education in its two-dimensionality was a frictionless, sanitized reduction of education to pure form; it offered a more efficient transfer of knowledge and was marked by a heightened means-to-an-end logic. This has made the informal, unforming and deformational activity that Stefano Harney and Fred Moten call study even more difficult, if not impossible during pandemic education. In this article, we consider the pitfalls of thinking in terms of pedagogical form and the formalization of education by engaging with Emile Bojesen’s work on education as (de)formation. Via Harney and Moten, we reflect on what the concept/practice of study by way of formless formation teaches us about (pre-)pandemic education and about pedagogical forms that might be in keeping with study in post-pandemic education.
摘要在新冠肺炎疫情期间,将教育转移到Zoom、微软团队和许多替代方案引发了教学形式的问题。从某种意义上说,疫情教育的二维性是将教育无摩擦、净化地简化为纯粹形式;它提供了更有效的知识转移,并以强化手段达到目的逻辑为标志。这使得Stefano Harney和Fred Moten称之为研究的非正式、非成形和变形活动在疫情教育期间变得更加困难,如果不是不可能的话。在这篇文章中,我们通过Emile Bojesen关于教育作为(de)formation的工作,从教育形式和教育形式化的角度来思考思维的陷阱。通过Harney和Moten,我们反思了通过无形式形成的学习概念/实践教会我们关于(疫情前)教育以及可能与疫情后教育中的学习保持一致的教学形式。
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引用次数: 0
Educational relational networks: indigenous and feminist worlding. A response to Troy Richardson 教育关系网络:土著和女权主义世界。对Troy Richardson的回应
IF 0.9 Q1 Arts and Humanities Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188755
Sharon Todd
ABSTRACT This paper is a response to Troy Richardson’s Terence McLaughlin’s Lecture. In it, I discuss how Richardson provides a unique reading of relationality, drawing together technology studies, Indigenous Education and feminist philosophy of education. Seeking to walk with key ideas he develops, this response also points to a possible limitation in seeing Noddings ethic of care as part of a feminist relational ontology that can help inform new ways of understanding ‘machine learning’. In particular, I introduce the notion of worlding as a way of complementing Richardson’s reading of relationality – a notion that has profound implications for pedagogical practice.
本文是对Troy Richardson的Terence McLaughlin讲座的回应。在这本书中,我讨论了理查森如何将技术研究、土著教育和女权主义教育哲学结合起来,提供了一种独特的关系解读。为了与他发展的关键思想同行,这一回应还指出,将Noddings护理伦理视为女权主义关系本体论的一部分可能存在局限性,这有助于为理解“机器学习”的新方式提供信息。特别是,我引入了世界化的概念,作为对理查森对关系性解读的补充——这一概念对教学实践有着深远的影响。
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引用次数: 0
Clocked by the pandemic! On gender and time in Rousseau’s Émile 被大流行计时!论卢梭笔下的性别与时间Émile
IF 0.9 Q1 Arts and Humanities Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188724
Amy Shuffelton
ABSTRACT Pandemic disruptions to schooling threw into sharper relief the entanglements of economy, gender norms, and education that had been there, and throughout the modern world, all along. The particular entanglement this paper aims to unravel is the reliance of education on a certain kind of attentiveness, historically provided by a feminized teaching force and mothers, that itself rests on the cultivation of particular sensibilities regarding time.
摘要:大流行病对学校教育的干扰使经济、性别规范和教育的纠缠更加清晰,这些纠缠一直存在,并贯穿整个现代世界。本文旨在解开的特殊纠结是,教育对某种注意力的依赖,这种注意力在历史上是由女性化的教学力量和母亲提供的,而这种注意力本身就建立在对时间的特殊情感的培养上。
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引用次数: 0
Rejuvenating and regenerating on-campus education. Why particular forms of pedagogical life matter 振兴和更新校园教育。为什么特殊形式的教学生活很重要
IF 0.9 Q1 Arts and Humanities Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188715
J. Masschelein
ABSTRACT The pandemic implied an acceleration of the impending devastation of various forms of public pedagogical life attached to the campus, changing the ecology of study and affecting the sense-ability and response-ability of the university as an ‘association for/to study’ (‘universitas studii’). This contribution sketches two developments that play a role in this weakening of pedagogical life: the establishment and expansion of a hyper-modern learning factory and the creation of the figure of the independent learner. It is suggested that the rejuvenation and regeneration of pedagogical life can be supported by a critical pedagogy that cultivates the art of distinction in order to describe and indicate the distinctions that matter to various forms of pedagogical life and what they make happen. This is then exemplified through a brief discussion of the lecture and the seminar engendering ‘spoken science’. Finally, it is indicated how a rejuvenation and regeneration implicates students and scholars.
大流行意味着各种形式的公共教学生活与校园相关联的破坏即将加速,改变了学习的生态,影响了大学作为“学习协会”(“universitas studii”)的感知能力和反应能力。这篇文章概述了两个在弱化教学生活中发挥作用的发展:超现代学习工厂的建立和扩展以及独立学习者形象的创造。作者认为,教育生活的复兴和再生可以得到一种批判性教育学的支持,这种教育学培养了区分的艺术,以描述和指出对各种形式的教育生活至关重要的区别,以及它们所发生的事情。然后通过对讲座和研讨会的简短讨论来举例说明这一点,从而产生“口头科学”。最后,指出复兴与再生与学生和学者的关系。
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引用次数: 0
Editorial: pedagogical forms in times of pandemic 社论:大流行时期的教学形式
IF 0.9 Q1 Arts and Humanities Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188759
Lovisa Bergdahl
Special Issue in Ethics & Education Pedagogical Forms in Times of Pandemic With the outbreak of the COVID-19 virus in the Spring 2020, campus life came to a halt. In many places all over the world, physical on campus seminars and lectures – pedagogical forms that prior to the outbreak of the pandemic were part of the very DNA of university life – could no longer take place like before and had to be either strictly regulated in terms of space and safety or simply converted into other forms. The loss of human togetherness and the reduction of teaching to a uniform activity on a flat digital screen (in wealthier parts of the world) echoed the sensory losses that were symptoms of the virus infection itself, turning the art of teaching almost from one day to the next into a twodimensional and sterile experience. Even if the prefix pan indicated that the global spread of the COVID-19 virus equally affected people all over the world, there were profound differences to be recognized. On local level, the pandemic magnified deep-rooted gendered, racial, economic, and social injustices, exposing perpetuated inequities particularly within the realm of education. In some contexts, schools were shut down and the children sent home, literally losing their education because of the pandemic. In others, the digital divide became a chasm, separating those who had access to electricity, computers, and the Internet from those who did not.
大流行病时期的伦理学与教育教学形式特刊随着新冠肺炎病毒在2020年春季爆发,校园生活陷入停滞。在世界各地的许多地方,物理校园研讨会和讲座——在疫情爆发之前是大学生活DNA的一部分的教学形式——不能再像以前那样进行了,必须在空间和安全方面受到严格监管,或者简单地转换成其他形式。人类失去了团结,教学减少到在平面数字屏幕上进行统一的活动(在世界上较富裕的地区),这与病毒感染本身的症状——感官丧失相呼应,使教学艺术几乎从一天到下一天变成了一种二维的、无菌的体验。即使前缀pan表示新冠肺炎病毒的全球传播同样影响到世界各地的人们,但仍存在着深刻的差异需要认识。在地方一级,疫情加剧了根深蒂固的性别、种族、经济和社会不公正,暴露了长期存在的不平等,尤其是在教育领域。在某些情况下,学校被关闭,孩子们被送回家,实际上因为疫情而失去了教育。在另一些国家,数字鸿沟成为了一道鸿沟,将那些有电、电脑和互联网的人与那些没有电、电脑或互联网的人分隔开来。
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引用次数: 0
Playing it by ear: potential as an improvisatory practice 随机应变:即兴练习的潜力
IF 0.9 Q1 Arts and Humanities Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188727
Catherine Herring
ABSTRACT This paper explores the concept of potential through a Deleuzean lens and argues that what is commonly understood as potential is often confused with possibility. It moves through four parts: an introduction exploring the language and context in which potential is ordinarily used in order to uncover underlying presuppositions; the next section explores key concepts from Difference and Repetition- namely the Dogmatic Image of Thought, Virtuality and Actuality- to illuminate ways in which a more nuanced concept of potential might be understood, arguing that it is a creative process, rather than a fixed characteristic. Next, it explores how improvisation is a way in which potential can be experienced, before finally considering how changes to education practice- specifically a move towards a more mechanised, digitally-orientated world- might be wholly irreconcilable with potential as a creative process of encountering, and risks a much more impoverished concept that is liable to concretion.
本文从德勒兹的角度探讨了势的概念,并指出通常被理解为势的东西往往与可能性相混淆。全文共分四个部分:绪论部分探讨潜在词通常使用的语言和语境,以揭示潜在的预设;下一部分探讨了《差异与重复》中的关键概念——即思想的教条式形象、虚拟性和现实性——阐明了如何理解更细微的潜力概念,认为它是一个创造性的过程,而不是一个固定的特征。接下来,它探讨了即兴创作如何成为一种体验潜力的方式,最后考虑了教育实践的变化——特别是向更加机械化、数字化的世界的转变——如何与潜力作为一种创造性的相遇过程完全不可调和,并冒着一个更贫困的概念的风险,这一概念容易凝固。
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引用次数: 0
‘Laughing ourselves out of the closet’: comedy as a queer pedagogical form “把自己笑出壁橱”:喜剧作为一种奇怪的教学形式
IF 0.9 Q1 Arts and Humanities Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188744
Seán Henry, A. Bryan, Aoife Neary
ABSTRACT This paper explores comedy as a queer pedagogical form that subverts problematic representational tropes of queerness pervading mainstream depictions of queer experience. Articulating ‘form’ less as a fixed arrangement of characters, images, objects, and ideas, and more as a kind of formation that positions these in dynamic relation to the wider context in which comedies are encountered, we mobilise the idea of queer pedagogical forms to capture how comedy can foster new modes of thinking about and embodying queerness for, and with, audiences. Drawing on specific examples from Schitt’s Creek and Derry Girls, we document the potential of specific comedic modalities (e.g. irony, sarcasm, irreverence, and slapstick) to foster alternative representations of queerness, in which normative tropes are poked fun at, problematised, and reimagined. Through these examples, we demonstrate how comedies can enable us to ‘laugh ourselves out of the closets’ we live by, feel, navigate, and embody.
摘要:本文探讨了喜剧作为一种酷儿教学形式,它颠覆了主流酷儿体验描述中普遍存在的酷儿形象比喻。我们将“形式”表达为一种形式,它不是人物、图像、物体和思想的固定排列,而是一种将这些东西与喜剧所处的更广泛背景动态联系起来的形式,我们调动了酷儿教育形式的思想,以捕捉喜剧如何为观众培养思考和体现酷儿的新模式。借鉴Schitt‘s Creek和Derry Girls的具体例子,我们记录了特定喜剧模式(如讽刺、讽刺、无礼和闹剧)的潜力,以培养另类的怪异表现,在这种表现中,规范性的比喻被取笑、质疑和重新想象。通过这些例子,我们展示了喜剧如何使我们能够“从壁橱里笑出来”,感受、驾驭和体现我们的生活。
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引用次数: 1
Creating authentic connectedness online through a shared experience of ‘not-knowing’ 通过“不知道”的共享体验在网上建立真实的联系
IF 0.9 Q1 Arts and Humanities Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188725
L. Wolbert, Aslı Ünlüsoy
ABSTRACT This article describes the experience of two educators in a master program in Pedagogy in the Netherlands. Their experience is of an online gathering with students and educators that took place during the COVID-19 pandemic. Students and educators were not allowed to meet face-to-face, thus resorted to online education. What happened at that online gathering was that the educators observed how the group connected to each other in a way that was reminiscent of the ‘normal’ face-to-face gatherings before the pandemic, but had been absent since the group was forced to meet online. The article starts with individual, subjective descriptions of this experience by the two educators. Subsequently, these so-called thick descriptions are interpreted and analysed. The purpose of zooming in on this particular experience is to gain insight into what pedagogical forms contributed to the enabling of this perceived authentic connectedness in the digital sphere.
本文介绍了两位教育工作者在荷兰教育学硕士课程中的经历。他们的经历是在新冠肺炎大流行期间与学生和教育工作者举行的在线聚会。学生和教育工作者不允许面对面交流,因此采用了在线教育。在那次在线聚会上发生的事情是,教育工作者观察到这群人是如何以一种让人想起疫情前“正常”面对面聚会的方式相互联系的,但自从这群人被迫在线聚会以来,他们一直缺席。文章从两位教育家对这段经历的个人主观描述开始。随后,对这些所谓的厚描述进行了解释和分析。放大这种特殊体验的目的是深入了解是什么教学形式促成了数字领域中这种感知到的真实联系。
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引用次数: 0
Pedagogies of place: conserving forms of place-based environmental education during a pandemic 地点教学法:在大流行期间保护基于地点的环境教育形式
IF 0.9 Q1 Arts and Humanities Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188721
Jeff Stickney
ABSTRACT Can on-line ‘place-based learning’ be more than a facsimile or ritual? Using a phenomenology of my pandemic practice, I investigate the meaning of ‘place-based learning:’ entertaining Aristotle’s seminal thought on place as a container to venture into contemporary phenomenological inquiries where places and things are not only conceptually implicated by each other, but immanent and potentially powerful elements in learning experiences. Bonnett’s (2021) ecologizing of education shows that authentic forms must be embodied and emplaced in order to open learners to the more in situ, deeply-contextualized and yet ‘transcendental’ and ‘ecstatic’ reception of the more-than-human realm of nature (as what comes-forth, phusis). But this Heideggerian narrative with which I resonate poses challenges for students and place-based educators. Wittgenstein’s philosophical approach, itself modelled on place-based investigation of language (our ‘home city’), draws me back from metaphysical inclinations to dwell constructively on ordinary discourses rooted in educational practices.
在线“基于地点的学习”能不仅仅是一种传真或仪式吗?利用我的流行病实践的现象学,我研究了“基于地点的学习”的意义:将亚里士多德关于地点的重要思想作为一个容器,冒险进入当代现象学研究,其中地点和事物不仅在概念上相互关联,而且在学习经验中具有内在和潜在的强大元素。Bonnett(2021)对教育的生态化表明,真实的形式必须被具体化和安置,以便让学习者能够更就地、更深入地情境化,但又“超越”和“狂喜”地接受超越人类的自然领域(如所示,phusis)。但我认同的这种海德格尔式的叙述给学生和基于地点的教育者带来了挑战。维特根斯坦的哲学方法本身就是以语言(我们的“家乡”)的地为基础的调查为模型的,它把我从形而上学的倾向中拉回来,建设性地探讨植根于教育实践的普通话语。
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引用次数: 0
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Ethics and Education
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